This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
Topic: Evaluation Criteria for Portfolio
Student Name: Urooj
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Brief overview of e-portfolios and facilitated discussion on how e-portfolios could be used as proof of competency in traditional skills based disciplines like welding.
Topic: Evaluation Criteria for Portfolio
Student Name: Urooj
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Brief overview of e-portfolios and facilitated discussion on how e-portfolios could be used as proof of competency in traditional skills based disciplines like welding.
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
4. Types of Portfolios Developmental/Growth Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. The primary purpose is to provide communication between students and faculty.
5. Assessment Portfolios Assessment Portfolios: demonstrate student competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating student performance. The primary purpose is to evaluate student competency as defined by program standards and outcomes.
6. Showcase Portfolios Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is created at the end of a program to highlight the quality of student work. Students typically show this portfolio to potential employers to gain employment at the end of a degree program.
7. Hybrid Portfolios Hybrids: Most portfolios are hybrids of the three types of portfolios listed above. Rarely will you find a portfolio that is strictly used for assessment, development or showcase purposes.
8. "a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio." Helen Barrett
10. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) http://www.nap.edu/openbook.php?record_id=10129&page=119#
16. Portfolio FrameworkDanielsen & Abrutyn & ASCD, 1997 Collection Selection (based on standards) Reflection Projection or Direction Helen Barrett Update Additional Component Connection
17. More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996) PROJECT purposes and uses COLLECT and organize SELECT valued artifacts INTERJECT personality REFLECT metacognitively INSPECT and self-assess goals PERFECT, evaluate, and grade (if you must) CONNECT and conference INJECT AND EJECT to update RESPECT accomplishments and show pride
18. What to Include Student Information: name and basic info Table of Contents: or various way to display links to contents of the portfolio Learner Goals Curricular standards and/or criteria: used to align the contents of the portfolio to institutional, departmental or course curriculum Rubrics: can be used to assess student work. A rubric is a criteria-rating scale, which provides the instructor with a tool to track student performance. They also inform students of the course/departmental/institutional expectations and should be aligned with standards. Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both) Instructor feedback Self-reflection pieces: a portfolio without reflections is just a multimedia presentation or an electronic resume
24. Bibliography Images YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/ Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/ Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/ Cards - http://www.flickr.com/photos/20683895@N00/2985280926/ Content Helen Barrett Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) http://www.nap.edu/openbook.php?record_id=10129&page=119# http://electronicportfolios.com/portfolios/HongKong/html/web_data/file7.htm http://electronicportfolios.com/portfolios/EPDevProcess.html